Interactive oral assessments: Pedagogical and policy considerations

ID: 51439 Type: Brief Paper
  1. Danielle Logan, Popi Sotiriadou, Amanda Daly, and Ross Guest, Griffith University, Australia

Friday, October 20 11:50 AM-12:10 PM

Harris Wang, Athabasca University, Canada

In the context of significant growth in online learning, promoting academic integrity and authenticity in assessment continues to present a priority and a challenge for educational institutions Moreover, developing graduates who are ready for employment within the global market has also evolved as a strategic priority for tertiary institutions This paper presents a two-phase study which used a suite of scaffolded authentic assessments culminating in interactive oral assessments A follow up survey evaluated student experiences and perceptions of the effectiveness of the interactive oral in terms of its authenticity and explored the role of this assessment in minimising academic misconduct and improving employability prospects The findings suggest that students perceive that interactive orals represent a unique opportunity for real world engagement In addition, students recognise that scaffolded assessment tasks discourage student academic misconduct


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